The State of Bilingual Special Education Research in Schools, One Quarter Through the 21st Century

• In Event: Embracing Inclusivity: Centering Bi-/Multilingual Special Education Learners and Research in the Field

Abstract

Previous research in bilingual special education has called for the need for the field to determine valid interventions, prepare bilingual special educators, and address issues of identification and disproportionality (McCray & Garcia, 2002). We seek to assess if these calls have been met through a literature review of the research conducted within the past 24 years. This systematic review is interested in scoping the current research on bilingual special education and what we can do to further integrate these two fields in the future. Initial themes highlight the need to expand the research within classroom interventions and to language learners from backgrounds other than Spanish.

Authors

• Melissa Mendoza, Texas Christian University

• J. Omar Serna, Texas Christian University

• Steve Daniel Przymus, University of Rhode Island

• Audrey M. Sorrells, Texas Christian University